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Effects of Preschool Environments on Nonverbal Social Behavior: Toddlers' Interpersonal Distances to Teachers and Classmates Change With Environmental Density, Classroom Design, and Parent–Child Interactions
Author(s) -
Burgess J. Wesley,
Fordyce W. Kyle
Publication year - 1989
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1989.tb00239.x
Subject(s) - psychology , interpersonal communication , nonverbal communication , developmental psychology , crowding , interpersonal interaction , social relation , interpersonal relationship , social skills , class (philosophy) , social psychology , cognitive psychology , artificial intelligence , computer science
Toddlers' interpersonal spacing patterns were studied in environments of different density and design. Results showed that an apparently spacious (74 m 2 ) classroom may produce behavioral changes reminiscent of crowding in young children. When more spate (864 m 2 ) was available: (I) children increased interpersonal distances overall; (2) children aggregated more with classmates and teachers, fragmenting into subgroups which were separated from the class overall. With visual dividers added to the classroom Facilitate subgrouping toddlers formed larger subgroups with teachers. Parent/child behavior during separation also affected distances: longer hand‐holding and verbalization were found in children who stayed further others.